Miguel Nussbaum

Computer supported collaborative learning using wirelessly interconnected handheld computers

Collaborative learning is widely used in elementary classrooms. However, when working without technological support, some problems can be detected. We describe how weaknesses in coordination, communication, organization of materials, negotiation, interactivity and lack of mobility can be solved with a mobile computer supported collaborative learning environment with Handhelds interconnected by a wireless network. The collaborative activities, analyzed with and without technological support, are math and language activities for 6- and 7-year old children. The results of our work identify an effective way of using handheld computers to support collaborative learning activities that address the above mentioned weaknesses.

A constructivist mobile learning environment supported by a wireless handheld network

There is a need to incorporate constructivist environments in the pedagogical practice. A constructivist learning environment allows students to build up their own knowledge (based on previous one) while working jointly among them in a reflexive process directed by the teacher. Wireless interconnected handhelds can introduce a space that favours constructivism and collaboration in order to achieve creation of new knowledge. We have developed a constructivist learning environment supported by handhelds, for the teaching of reading for first graders. This environment was compared to an equivalent constructivist environment without technological support, obtaining significant different learning results.

Technology as small group face-to-face Collaborative Scaffolding

There is a wealth of evidence that collaboration between learners can enhance the outcomes for all concerned. This supports the theorization of learning as a socio-cultural practice, framed by Vygotsky and developed by other researchers such as Rogoff, Lave and Wenger. However, there is also evidence that working collaboratively may not be a spontaneous response to working in a group, and that teaching learners how to collaborate, and in particular how to work together to negotiate meaning, is a necessary part of the process of learning collaboratively which can enhance outcomes further. A question for the computer supported collaborative learning community then arises as to whether learning to collaborate can be scaffolded through the use of digital tools, and what such tools might look like. This paper reports on the design of a digital system that aims to support the practice of face-to-face collaboration on open-ended tasks. Findings from trials of the system in classrooms in the UK and Chile show that the model is welcomed both by teachers and pupils, and met its objectives of ensuring greater interaction between class members who did not normally work together, and involvement of all individuals in discussion based activities.

Teacher adoption of technology

Technology adoption is usually modeled as a process with dynamic transitions between costs and benefits. Nevertheless, school teachers do not generally make effective use of technology in their teaching. This article describes a study designed to exhibit the interplay between two variables: the type of technology, in terms of its complexity of use, and the type of teacher, in terms of attitude towards innovation. The results from this study include: (a) elaboration of a characteristic teacher technology adoption process, based on an existing learning curve for new technology proposed for software development; and (b) presentation of exit points during the technology adoption process. This paper concludes that teachers who are early technology adopters and commit a significant portion of their time to incorporating educational technology into their teaching are more likely to adopt new technology, regardless of its complexity. However, teachers who are not early technology adopters and commit a small portion of their time to integrating educational technology are less likely to adopt new technology and are prone to abandoning the adoption at identified points in the process.

A Model to Support the Design of Multiplayer Games

Extensive research has shown that the act of play is extremely important in the lives of human beings. It is thus not surprising that games have a long and continuing history in the development of almost every culture and society. The advent of computers and technology in general has also been akin to the need for entertainment that every human being seeks. However, a curious dichotomy exists in the nature of electronic games: the vast majority of electronic games are individual in nature whereas the nonelectronic ones are collective by nature. On the other hand, recent technological breakthroughs are finally allowing for the implementation of electronic multiplayer games. Because of the limited experience in electronic, multiplayer game design, it becomes necessary to adapt existing expertise in the area of single-player game design to the realm of multiplayer games. This work presents a model to support the initial steps in the design process of multiplayer games. The model is defined in terms of the characteristics that are both inherent and special to multiplayer games but also related to the relevant elements of a game in general. Additionally, the model is used to assist in the design of two multiplayer games. One of the most difficult tasks people can perform, however much others may despise it, is the invention of good games

A framework for the design and integration of collaborative classroom games

The progress registered in the use of video games as educational tools has not yet been successfully transferred to the classroom. In an attempt to close this gap, a framework was developed that assists in the design and classroom integration of educational games. The framework addresses both the educational dimension and the ludic dimension. The educational dimension employs Blooms revised taxonomy to define learning objectives and applies the classroom multiplayer presential game (CMPG) pedagogical model while the ludic dimension determines the gaming elements subject to constraints imposed by the educational dimension. With a view to validating the framework, a game for teaching electrostatics was designed and experimentally implemented in a classroom context. An evaluation based on pre/post testing found that the game increased the average number of correct answers by students participating in the experiment from 6.11 to 10.00, a result found to be statistically significant. Thus validated, the framework offers a promising basis for further exploration through the development of other games and fine-tuning of its components.

Teaching science with mobile computer supported collaborative learning (MCSCL)

Effectively incorporating technology into the classroom is a great challenge faced by schools today. In this article, we propose a mobile computer supported collaborative learning (MCSCL) system to support high school teachers with wirelessly networked handheld computers. This system promotes student collaboration and constructivism, without losing face-to-face contact. The MCSCL system was tested during a five week experience in a high school physics class. We observed both its qualitative and quantitative impact. Students and teachers responded very favorably to the system, and the experience also had a strong social impact outside the classroom. The MCSCL system provided a highly motivating learning environment that changed classroom dynamics and promoted collaboration between students. We obtained statistically significant results showing that the environment created by combining the teachers instruction with the MSCSL system enabled the students to construct new knowledge based upon the previous knowledge provided by the teacher.

Encouraging Face-to-Face Collaborative Learning through the Use of Handheld Computers in the Classroom

To achieve the maximum benefit, a collaborative learning activity in the classroom requires effective coordination, synchronization, face-to-face communication, negotiation, interactivity, and participant mobility conditions. In this paper, we perform a usability analysis on a specific collaborative learning activity and identify several problems with fulfilling these conditions. A second usability analysis shows how these problems can be solved with a Mobile Computer Supported Collaborative Learning activity, using wirelessly networked Handhelds. A controlled experiment was run to asses the learning benefit of using Handhelds to support a math-based collaborative learning exercise with seven year old children. Statistically significant results were observed showing that the experimental collaborative learning group using the Handhelds learned more than the control group which had no technological support.

Teaching competencies for technology integration in the classroom

There is growing interest in the integration of technology into the classroom.Arange of initiatives have been launched to develop in-service teacher training processes that will strengthen this integration. In the present paper, we systematize the findings of a large selection of studies onthistopic,focusingondomainsandcompetencieslinkedtoteachertrainingpropositionsfor technology integration. Our main result is the presentation of six such domains that have been proposed in the existing literature: instrumental/technological, pedagogical/curricular, didactic/methodological, evaluative/investigative, communicational/relational and personal/ attitudinal. A set of teaching competencies for each domain is also identified. These domains andcompetenciestogetherformthebasesforcreatingatechnologyintegrationtrainingmodel.

Implementing collaborative learning activities in the classroom supported by one-to-one mobile computing: A design-based process

Mobile devices such as PDAs, smartphones and tablet computers are becoming increasingly popular, setting out opportunities for new ways of communicating and collaborating. Research initiatives have ascertained the potential of mobile devices in education, and particularly, the benefits of incorporating them in the classroom for eliciting collaborative learning and active student participation. However, the development of technology-supported learning environments poses challenges to education researchers, practitioners, and software technologists in creating educational tools that respond to real needs of instructors and learners, meet clearly defined didactic purposes, and are practical for the intended audience. This article reports on a technology for facilitating the implementation of collaborative learning environments in the classroom supported by one-to-one mobile computing. The approach encompasses a framework supporting the design and implementation of the mobile software, and a design-based process that guides interdisciplinary efforts utilizing the framework, towards creating effective pedagogical models based on collaborative learning. The proposed design-based process allowed us to develop pedagogical models that respond to real needs of learners and instructors, where development is grounded on rigorous scientific research, allowing to reuse both knowledge and software, and showing an improvement of the mobile software built based on continuous experimentation and evaluation. A case study illustrating the application of the technology is presented and plans for future research are discussed.